Learning English as a second language (ESL) within the sociocultural context of the United States today is a difficult process. ESL students must be helped to attain cross-cultural understanding and skills, a task equal in importance to instruction in language skills. Language programs should direct themselves toward the context in which the language will be used, regardless of where this context is. Early familiarity with American communicative patterns will hasten both language competence and intercultural awareness. For example, because of the extreme mobility in contemporary American life, networking has become an essential survival skill. The ESL class should therefore provide adult students with ways and means to become familiar with the process, and with organizations so that the newcomers may learn to devise networking plans in coordination with their professional and recreational interests. If the bulk of the language program is devoted to excessive class hours, long homework assignments, library research, and in-group socializing, there will be little time for real language practice. A more effective approach would be to involve students in the local community wherever possible, and to develop strategies that encourage communication outside the classroom. (AMH)